PowerPoint Presentation by 2jEJEK


									     No Child Left Behind:
     Improving our system of
        public education

   Susan Sclafani, Counselor to the U. S.
Secretary of Education and Assistant Secretary
      for Vocational and Adult Education
Goal of No Child Left Behind

 All students proficient by 2014
Where We Are Now

 ★ 68% of inner city 4th graders reading
  below grade level
 ★ 5% of African-American students, 6%
  of Hispanic students at 4th or 8th grade
  and 3% of African American and 4% of
  Hispanic students at 12th grade at or
  above Proficient on NAEP Mathematics
 ★ TIMMS  results for 8th graders average
  and for 12th graders poor
Four Pillars of No Child Left Behind

  ★   Accountability
  ★   Local control and flexibility
  ★   Parental choice
  ★   Doing what works
★ Allstudents proficient in 12 years
★ Annual assessments in grades 3-8 in
  reading and mathematics
★ Results disaggregated within the
  State, LEA and school by:
      • gender
        • migrant status
        • major racial/ethnic groups
        • English proficiency status
        • students with disabilities compared to
        • economically disadvantaged students
          compared to non-disadvantaged
Academic Standards
★   Challenging academic content
    standards and challenging
    academic achievement standards
     ★   Mathematics and
          reading/language arts
     ★   Add science in 2005-06
★   Same expectations for all children
★   At least 3 achievement levels:
    basic, proficient, advanced
Flexibility and Local Control

 ★   50 state systems
 ★   15,000 districts with
     unique circumstances
 ★   Innovation
 ★   Transferability
Parental Choice

 ★   Choice of schools
 ★   Choice of programs
 ★   Choice of supplemental
Doing What Works

★   Research-based instruction
★   Teacher development
★   Evidence-based decision
    Teacher Impact
Value Added Studies

  Children assigned to three effective
  teachers in a row scored at the 83rd
  percentile in math at the end of 5th
  grade, while children assigned to three
  ineffective teachers in a row scored at
  the 29th percentile.
William Sanders, University of Tennessee
Subject Matter Knowledge

★   High school math and science teachers with a
    major in their field of instruction have higher
    achieving students than teachers who are
    teaching out-of-field.
★   These effects become stronger in advanced
    math and science courses in which the teacher's
    content knowledge is presumably more critical
    (e.g., Brewer & Goldhaber, 2000; Monk, 1994; Monk &
    King, 1994; Rowan, Chiang, & Miller, 1997; Chiang, 1996).
Impact of Professional Development

   When professional development is
   focused on academic content and
   curriculum that is aligned with
   standards-based reform, teaching
   practice and student achievement
   are likely to improve.

   Wiley and Yoon, 1995; Brown, Smith and Stein,
   1986; and Kennedy, 1998.


Average mathematics score








                                                                                    South Africa

                                  1.6   1.8   2    2.2     2.4   2.6      2.8   3        3.2       3.4   3.6

                                              Average on liking mathematics scale
Impact Research Results
Classroom-based assessment   +
Structured peer feedback     +
Tracking                     -
Understanding                +
Direct instruction           +-?
Discovery                    +-?
Authentic problems           +-?
Work and practice            +
Curriculum                   ?
Implementation               +
System alignment             +
Coherent Curriculum – A+ Countries
   Topic                                           Grade Grade Grade Grade Grade Grade Grade Grade
                                                     1     2     3     4     5     6     7     8
   Whole Number Meaning                             j     j     j     j     j
   Whole Number Operations                          j     j     j     j     j
   Measurement Units                                j     j     j     j     j     j     j
   Common Fractions                                             j     j     j     j
   Equations & Formulas                                         j     j     j     j     j     j
   Data Representation & Analysis                               j     j     j     j           j
   2-D Geometry: Basics                                         j     j     j     j     j     j
   Polygons & Circles                                                 j     j     j     j     j
   Perimeter, Area & Volume                                           j     j     j     j     j
   Rounding & Significant Figures                                     j     j
   Estimating Computations                                            j     j     j
   Properties of Whole Number Operations                              j     j
   Estimating Quantity & Size                                         j     j
   Decimal Fractions                                                  j     j     j
   Relationship of Common & Decimal Fractions                         j     j     j
   Properties of Common & Decimal Fractions                                 j     j
   Percentages                                                              j     j
   Proportionality Concepts                                                 j     j     j     j
   Proportionality Problems                                                 j     j     j     j
   2-D Coordinate Geometry                                                  j     j     j     j
   Geometry: Transformations                                                      j     j     j
   Negative Numbers, Integers & Their Properties                                  j     j
   Number Theory                                                                        j     j
   Exponents, Roots & Radicals                                                          j     j
   Exponents & Orders of Magnitude                                                      j     j
   Measurement Estimation & Errors                                                      j
   Constructions w/ Straightedge & Compass                                              j     j
   3-D Geometry                                                                         j     j
   Congruence & Similarity                                                                    j
   Rational Numbers & Their Properties                                                        j
   Patterns, Relations & Functions                                                            j
   Slope & Trigonometry                                                                       j
    Goals of Mathematics-Science

★   Increase public awareness of the
    vital importance of mathematics and
    science education
★   Recruit, prepare, and retain teachers
    with strong mathematics and
    science backgrounds
★   Develop a comprehensive research
    framework on mathematics and
    science learning and assessment
Science Survey of Parents of 13-
         17 year olds
★   94% of parents believe science
    education is important in global
★   85% of parents say they are
    proactive about encouraging
    children to take science courses
★   72% of parents report they feel
    comfortable about helping their
Science Summit: Rod Paige, Secretary of

• Edwin Powell Hubble, the great astronomer,
  captured in a few words the essence of science. He
  said: "Equipped with his five senses, man explores
  the universe around him and calls the adventure
  Science." Indeed, science is a great adventure. It is
  a voyage that begins early in life.
• All children have a natural curiosity about the world
  around them. As educators, we must fan their desire
  to learn. We must equip them with the skills they
  need to understand our world. We must prepare
  them for a future that we cannot yet predict with any
  real certainty. And we must give them the skills and
  knowledge they will need to shape that future.
  Today, we come together to accomplish these goals.
What is Science: John Marburger, Science
Advisor to the President of the United States

• Science" has become a word loaded down with meanings. At
  its core, however, science is a way of continually improving our
  understanding about nature. It is a method, a practice, even for
  some a way of life. And it is based on examining nature to test
  our ideas. This conception of science requires us to assume
  there is a nature that consistently "answers" the same
  questions the same way. All our experience indicates that is
  correct, that nature is reliably consistent, as long as we are
  careful about what questions we ask. But nature is most
  marvelously intricate, harbors many mysteries, and often fools
  us with superficial appearances. Science does not answer all
  questions that we may ask. Nor does it give us truth. Science
  does not even tell us how nature works. What science does is
 test our ideas about how nature works.
New Focus: Carl Wieman, UC Boulder

• Replace tradition and superstition with
  practices and principles based on rigorous
• Use the latest technology effectively (to
  measure and enhance learning)
• Disseminate and duplicate successful
  innovations rapidly
• Continuously build upon and improve on
  prior work.
What’s Needed, Pinky Nelson

• Teacher Preparation and Professional
      • Targets content in benchmarks and standards
      • Incorporates elements of good instruction
      • Works in context of curriculum materials
• Coherent curriculum K-12
      • Targets content in benchmarks and standards
      • Incorporates elements of good instruction
      • Tells a story
• Published research on student learning of specific
What’s Hard to Hear, Pinky Nelson

• Most science teaching is ineffective in K-14
• Most students are not learning much science
• Teaching and learning science is hard
      • It does not have a mechanical component like
        math and reading
• Most curriculum materials are not research based
  and do not help teachers teach or students learn
• Only about 1000 hours are available to teach
  science K-12: 50 hrs/yr in K-5, 100 hrs/yr in 6-12
Web Site Interaction
 ★Math Summit 2/6/03
     ★Papers,   Webcast, PowerPoint
 ★Teacher  Professional
  Development Action Plan
 ★ Public Engagement Campaign
 ★Science Summit 3/16/04
     ★Papers,   Webcast, PowerPoint
Math-Science Partnerships
 ★State Competitions
    ★ Information from ED by 4/30
    ★ Partnership of Departments of Math,
     Science or Engineering and High Need
     School district
    ★ May include colleges of education, other
     school districts, CBOs, informal science
     entities, or corporations
      ★Funding   based on numbers of
        students in poverty
 ★   Secondary Mathematics (2005 Budget)
      ★Intensive interventions to allow
        students to succeed in secondary
        math and science courses
    Goals of High School Initiative

★   Setting high expectations and
    accountability for results;
★   Creating options and engaging
★   Fostering world-quality teaching and
    school leadership; and
★   Making smooth transitions into
    postsecondary education, training,
    and careers.
       High School Initiative
★   October 8th Summit
    ★Webcast   of speeches
    ★Web   versions of issues papers
    ★Web   versions of transcripts of
    afternoon session
★   Regional Meetings
★   Technical Assistance Corps
★   CareerVoyages.gov

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